Self-regulated learning (SRL) has been noted as an effective method of taking control and responsibility of one’s own learning (Pintrich, 2000).  Zimmerman and Schunk (1989) have defined SRL as thoughts, feelings, and actions that construct a systematic and logical direction to the achievement of a goal.  Wittenburg and McBride (2002) have identified six dispositions of SRL for PETE students: (1) planning, (2) knowledge awareness, (3) metacognition, (4) pro-active reflection, (5) perceptions, and (6) self-efficacy.  Few studies in physical education have provided an in-depth examination of preservice physical education teachers’ metacognitive processes.  It was the purpose of this study to specifically examine the metacognitive dispositions of PETE students during the course of taking a secondary teaching methods class.  Eight PETE students enrolled in a secondary physical education teaching methods course volunteered to participate in the study. The course was designed to integrate self-regulation practices into the preservice teacher curriculum.  Each participant signed a consent form agreeing to release course journals and a summative course experience paper.  The summative course experience paper was unitized for analysis.  The unitized data was then coded, categorized and sorted using the constant comparative method (Lincoln & Guba, 1985).  Trustworthiness was established through triangulation and recording all events in a logbook kept by the principal investigator.  Out of the qualitative data, a metacognitive theme emerged from the student responses.  Within the metacognitive theme, three categories were identified; (1) awareness of thought, (2) cognitive organization, and (3) perception of metacognitive self.  The awareness of thought category reflected the participants’ comments about their awareness of their cognitive processes.  The cognitive organization category revealed how the participants organized their strategic and mental processes. The third category indicated how the participants perceived their effectiveness and application of their metacognitive abilities.  Statements from many of the students revealed that this was the first time they had ever been asked to think about their cognitive strategies.  Developing the metacognitive disposition in preservice teachers may produce a novice teacher that is better able to handle dynamic and novel situations that are encountered in the first year of teaching.  These results signify that enhancing self-regulated learning is possible if the preservice curriculum is structured in a format that creates self-reflective opportunities.